Aims in teaching history and their epistemic correlates: A study of history teachers in ten countries

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dc.contributor.author Sakki, Inari Hannele
dc.contributor.author Pirttilä-Backman, Anna-Maija
dc.date.accessioned 2020-01-11T03:08:00Z
dc.date.available 2021-12-17T22:01:46Z
dc.date.issued 2019
dc.identifier.citation Sakki , I H & Pirttilä-Backman , A-M 2019 , ' Aims in teaching history and their epistemic correlates: A study of history teachers in ten countries ' , Pedagogy, Culture and Society , vol. 27 , no. 1 , pp. 65-85 . https://doi.org/10.1080/14681366.2019.1566166
dc.identifier.other PURE: 120682208
dc.identifier.other PURE UUID: f8c331bc-fdc2-4f1d-a095-49ef1c15d9af
dc.identifier.other Scopus: 85060081753
dc.identifier.other WOS: 000477684700004
dc.identifier.uri http://hdl.handle.net/10138/309281
dc.description.abstract In spite of the importance of the topic, there are few comparative studies of the aims of history teaching, even in Europe. Domain- specific epistemic beliefs are relevant for understanding the teach- ing and learning of history and the development of deliberative thought. We studied epistemic beliefs in the context of the gen- eral aims of history teaching. The respondents were 633 history teachers from ten countries (Austria, Belarus, Estonia, Finland, France, Germany, Italy, Israel, the Netherlands and Serbia) who rated the importance of 12 specified teaching aims and responded to four claims regarding epistemic beliefs. Three meaningful clus- ters of teaching aims were identified: critical thinking and devel- opment; moral virtues and patriotism; and historical consciousness. History teachers in ten countries were classified within these clusters. There were significant differences among the clusters in terms of the three epistemic beliefs. The results are discussed in the contexts of the countries studied. en
dc.format.extent 21
dc.language.iso eng
dc.relation.ispartof Pedagogy, Culture and Society
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.title Aims in teaching history and their epistemic correlates: A study of history teachers in ten countries en
dc.type Article
dc.contributor.organization Social Psychology
dc.contributor.organization Helsinki Inequality Initiative (INEQ)
dc.contributor.organization Everyday thinking and arguing
dc.contributor.organization Teachers' Academy
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/14681366.2019.1566166
dc.relation.issn 1468-1366
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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